Deficiencies in Preparation of Bachelor Defectologists for Support of Students With Disabilities

Abstract

Statement of the problem. At the present stage of educational development, new requirements are laid for the professional activity of a defectologist teacher. One of the priority requirements is the readiness and ability of specialists of this profile to carry out defectological support for students with disabilities/ disorders, in the conditions of organizations implementing exclusively adapted basic general education programs, as well as in general education schools. The qualification request of employers for the content of master’s training in the field of correctional activities should be confirmed by a request for relevant professional competencies from already employed specialists and bachelor alumni in the field of 44.03.03 Special (defectological) education. The purpose of the article is identification of deficiencies of vocational training among bachelor speech pathologists for determination of the structure of professional competences for master students in the field of 44.04.03 Special (defectological) education, necessary for work in the sphere of special and inclusive education. Methodology (materials and methods). Analysis of Russian and foreign studies on the training of specialists in the field of special (defectological) education, regulatory documents in the field of education, a survey of senior students in the field of 44.03.03 Special (defectological) education, a survey of employed speech teachers and defectologists; analysis and synthesis of the authors’ experience in training defectologists of the corresponding profile. Research results. The article presents the results of a survey of speech teachers and defectologists, senior students in the field of 44.03.03 Special (defectological) education in order to identify deficits in the professional training of bachelor defectologists. Taking into account the identified deficits and the qualification request of employers for the preparation of master’s degree students, who are able to carry out corrective work with students of different nosological groups, as well as with severe multiple developmental disorders, a master’s program entitled Technologies for corrective work of a defectologist teacher with children with hearing, vision, and intelligence disorders has been developed and implemented. Conclusions. As a result of the study, deficits in the training of future defectologists were identified, consisting in a lack of competence related to the ability to carry out interdisciplinary and inter-institutional interaction to accompany students with disabilities and their parents. On the basis of the results of the survey, the composition of professional competencies was approved for the master’s program in the field of 44.04.03 Special (defectological) education.